to the student group, whether it is classroom-based, lab-based, or computer-based. After delivery, the effectiveness of the training materials is evaluated.
5 Doing Evaluation and Revision Evaluation
This phase consist of 1 formative and 2 summative evaluation. Formative evaluation is presented in each stage of the ADDIE process.
Summative evaluation consists of tests designed for criterion-related items and providing opportunities for feedback from the users. Revisions are made as
necessary. The five steps ADDIE‟s design model proposed can be seen in the
following figure:
Figure 2.1: ADDIE Model Braxton, Bronico, Looms, 2000
b. Kemp’s Instructional Design Model
The first instructional design presented in this study is Kemp‟s model. Kemp‟s instructional design model proposes a program development which
consists of eight different components of an instructional design that arranged in a
Analysis
Design
Development
Implementation
Summative Evaluation
Formative Evaluation
form of an oval shape. The stages of Kemp‟s instructional material design model
can be described in the following figure:
Figure 2.2 : Kemp’s Instructional Design Model
The eight steps of Kemp‟s model can be summarized as follow:
Goals, topics, and
general purposes
Learner character
-istics
Learning objectives
Subject Content
Develop preassess-
ment Teaching
learning activities
resources Support
Services
Evaluation
Revision
Step 1: Consider goals, list topics, and stating the general purposes for teaching each topic support
In making the design, the researcher should consider what goal to be accomplished in each topic and in general purpose. The first part begins with the
recognition of the broad goals of the school system or institution. The goal is derived from the students‟ needs and the school‟s ability. Topics are the scope of
the general purposes for each topic. After listing the topics, the general purposes for each to
pic are stated. “General purpose is what students generally are expected to learn as a result of instruction” Kemp, 1977: p. 13.
Step 2: Identify the characteristics of the learners
Identify the characteristics of learners are needed to design the appropriate instructional material and it can help the teacher to select the appropriate methods
and materials for the students. To design the appropriate methods and materials, the researcher
should consider some factors in finding out the learners‟ needs and characteristics, such as: the number of students, academic background, grade-
point average, level of intelligence, expectation of the course, and the students‟ motivation in studying th
e subject. “Learning conditions refer to groups of factors that can affect a person‟s ability to concentrate, absorb, and retain information”
Kemp, 1977: p. 19. Much of the information can be obtained from interview, observation, and data analysis.
Step 3: Specify the learning objectives
After identifying the learners‟ characteristics, the next step is specifying the learning objectives. The measureable objectives should state specifically what
the teachers want to teach can determine whether it has been accomplished. It is the outcome of the topic performed by the students.
“The objective for learning can be group into three major categories; those are cognitive, psychomotor, and affective. The cognitive domain includes
objective concerning knowledge, or information, and thinking; such as naming, recognizing, predicting, and so on. The psychomotor domain
treats the skills requiring use and coordination of skeletel muscles, as in the physical activities of performing, manipulating, and constructing. The
affective domain includes objectives concerning attitudes, appreciations,
values, and all emotion; like enjoying, conserving, respecting, and so on” Kemp, 1977: 24.
Step 4: List the subject content to support each objective
“Subject content is the selection and organizing of the specific knowledge fact and information, skills step-by-step procedures, conditions, and
requirements, and attitudinal factors of any topic” Kemp, 1977: p. 44. A student‟s learning experiences must involve subject content and it must closely
relate to the objectives and to the student‟s needs. The content and objective have to support each other. Sometimes, subject content is the traditional starting point
for teaching. The textbook, as the primary instructional resource, often determines objectives, content, and teaching sequence.
Step 5: Develop a pre-assessment
The next step is developing a pre- assessment. “The pre-assessment will
answer these questions: 1 is the student prepared to study the topic or unit? And 2 is the student already competent in some of the s
tated objectives?” Kemp, 1977: p. 50. Developing pre-
assessment is needed to determine the students‟ background and present level of knowledge about the topic. Students‟ preparation
to study will enable them to achieve the objectives and to master the topic. In teaching the students, the teacher can use games as the pre-assessment part.
Step 6: Select teaching learning activity and resources
This part is intended to find the appropriate method and instructional resources to accomplish each objective. The teachers‟ activities and students‟
activities are included in teaching learning activities. Teachers can create and modify the activities based on students‟ needs.
“In this step, the teacher must determine the most efficient and effective methods and then select the materials to provide learning experiences that
will utilize the content associated with each objective” Kemp, 1977: p. 55.
Step 7: Coordinate support services
Coordinating support services include the budget, personnel, facilities, equipment, and schedules to carry out the instructional plan. “It is important to
consider the appropriate planning step carefully in making the materials” Kemp, 1977: p. 84. In making the appropriate materials for the students, the designers
have to make some surveys before designing the materials. The designers not only consider the students‟ ability but also the schools‟ ability.
Step 8: Evaluate students’ learning
The last step is evaluating the students‟ learning. Evaluation step is needed
to measure students‟ accomplishment of objectives with a view to revise and re- evaluate the phases of plan that need improvement. The measurement can be in
the form of evaluation. There are two kinds of evaluation; formative and summative evaluation.
“Formative evaluation is he program or product that is under development, in order to support the process of improving its effectiveness. While,
summative evaluation is conducted to determine how worthwhile the final
program is, usually in comparison to other competing programs” Scriven, 1967: p. 39.
The aim of evaluation is to know how well the materials serve the objectives. “There are several ways to evaluate the designed materials; test results, reactions
from the students, observations of students at work, and suggestion from colleagues” Kemp, 1977: p. 98.
c. Yalden’s Instructional Design Model
